Activity coaches from university teacher education and health education programs were trained to use individualized accommodations to help six children (ages 6-13) with developmental disabilities participate in community recreation activities. Children participated in swim classes or gymnastics at individualized levels, expressed enjoyment, and…

Reviews cooperative learning theory, listing areas of improvement for both disabled and regular students. Explains how cooperative learning can be used to help mainstream students into social studies classes and gives guidelines for implementation. Points out that success depends on teachers' planning, implementation, and correct evaluation. (GG)

The employment outcomes of 1,550 developmentally disabled individuals receiving supported employment services through 96 local programs in 8 states were analyzed. Results indicated that all groups of individuals, regardless of their primary disability, benefited from supported employment participation, especially those individuals receiving…

Examines the constructs of segmented and block equalities from Frederickson's Compound Theory of Social Equity in the context of the civil service systems of the United States and Sweden. (JOW)

The study compared social interaction behavior between eight nondisabled and eight disabled elementary students in either an individualistic goal-structured condition or a cooperative condition. For disabled students, the cooperative condition was associated with more social interaction during activity sessions, but not during free play sessions.…

Examined effect of children on social integration and isolation of married people (N=2,194) over three life stages through use of a family life course perspective and social exchange theory. Found parents whose children had left home were most involved and "permanently" childless couples most isolated. Concluded social isolation of childless…

Planning and implementing successful community-based social integration experiences for infants and toddlers with multiple disabilities require consideration of such issues as the developmental needs unique to this age-group, family needs and concerns, health and safety considerations, and training needs of staff. (JDD)

Home providers (n=104) caring for mentally retarded persons were surveyed concerning demographic characteristics, client maladaptive behavior, home climate, amount and variety of participation in community environments, and number and frequency of visits with friends. The results and the questions they raise about friend selection and community…

The social interactions of 19 employees with developmental disabilities and 18 control employees were observed during work and breaks. Analyzed were the rate of social interaction, participants in social interactions, and content of social interactions (work-related or not work-related, commands, directions, offers of assistance, greetings, social…

This article provides a British perspective on the future of special schools for children with disabilities in the context of increasing integration efforts. It documents the decline of special schools and notes the influence of various special interest groups. It concludes that a range of adaptive learning environments rather than doctrinaire…

Focuses on two-way multicultural exchange in the classroom and materials and experiences that allow students to see their own culture from the perspectives of outsiders and see and understand another culture's point of view. Suggests using multicultural literature, integrated across the curriculum, to help students make this personal journey. (ET)

This paper clarifies terms associated with leisure service delivery for children and adults with mental retardation; outlines limitations of past and existing leisure services; and suggests the development of leisure services that involve social integration, active participation, development of age-appropriate behaviors, self-determination, and…

This article examines the importance of self-determination for all people. A national survey of 4,544 adults with mental retardation concerning how independent, integrated, and productive they perceived themselves to be and how important each of these outcomes was to them revealed that people with mental retardation are not likely to be…

A table presents, by state and by year (1988 and 1990), the percentages of individuals reported by mental retardation/developmental disability agencies as being served in segregated and integrated employment programs. Accompanying text analyzes increases in individuals served in integrated employment from 1988 to 1990 and increases in total…

A traditional view of social skills instruction, which is antithetical to promoting children's social development, is presented. Three explanations of social development are then outlined within the context of social integration of students with disabilities. Recommendations for general educators to promote children's social skills are offered,…